Navigating Hierarchies in Education
The range of perspectives shared during the first day of discussions led to a key realization about how deeply hierarchies shape educational experiences. One of the most powerful themes that emerged from the session was the influence of power structures, based on position, class, race, gender, and even religious background, of both students and teachers. This theme not only resonated with me but also prompted deep reflection on my own teaching practice.
The concept of position and power in the classroom was a central point of discussion. Students often perceive instructors as gatekeepers of knowledge, and this power dynamic, whether intentional or not, can shape the classroom environment. This made me reflect on the challenges of providing constructive feedback to course leaders, technicians etc, particularly when there is an inherent power imbalance that may limit the exchange of diverse perspectives. As Shreeve (2009) notes, “The role of the tutor is not just to impart knowledge, but to shape an environment where learning can flourish,” underscoring the need for a collaborative and open space.
Discussing the intersection of class, race, gender, and religious background, the conversation illuminated how these factors shape educational experiences, with those from marginalized backgrounds often feeling their voices are undervalued or disregarded. This sense of invisibility can lead to self-doubt or feelings of not belonging. Conversely, students from more privileged backgrounds might be unconsciously afforded a sense of authority based on their class or race, which perpetuates inequality. These social hierarchies within educational settings limit opportunities for full participation and authentic learning. As Gonzalez (2018) argues, “Intersectionality reveals the complexities of how power operates and how individuals are shaped by multiple, intersecting identities,” reminding me of the layered dynamics that can impact engagement.
Themes of gender, superiority of mind, and political leanings also emerged, revealing how education is rarely neutral. A person’s intellectual capacity, political stance, or personal beliefs can impact their experience in the classroom, either reinforcing existing power structures or challenging them. This reflects a need to be mindful of how we engage with different perspectives, especially when power dynamics are at play.
As an AL reflecting on these issues, I’ve become more aware of how hierarchies shape dynamics and staff/student engagement and the importance of actively challenging these structures to create an inclusive environment where everyone, including those from marginalized backgrounds, feels valued and heard. Additionally, reflecting on power dynamics has made me consider how my role as a tutor may impact the learning experience, highlighting the need to foster open communication and mutual respect.
I hope to incorporate more opportunities for critical self-awareness and empowerment within my teaching practice. This includes creating a classroom environment where students feel encouraged to challenge assumptions, are accountable, self-reflect and express themselves freely. Influencing activities that allow for self-empowerment and collaborative learning, helping to flatten the hierarchical structure that often dominates traditional education.
To deepen my understanding of these themes I will read ‘Black British Intellectuals and Education: Multiculturalism’s Hidden History’ by Warmington (2014) to understand how historical and cultural contexts shape educational hierarchies. A particularly valuable addition is Freire, P. (2000) ‘Pedagogy of the Oppressed’. This text explores how education can either perpetuate or challenge societal inequalities, offering a framework for creating a more inclusive, collaborative classroom environment.
References
Freire, P. (2000). “Pedagogy of the Oppressed”. Continuum.
Gonzalez, C. A. (2018). “The Illiberal Logic of Intersectionality”. Quillette. Retrieved from https://quillette.com/2018/05/08/illiberal-logic-intersectionality/
Sams, C. (2016). ‘How do art and design technicians conceive of their role in higher education?’. Spark: UAL Creative Teaching and Learning Journal, 1(2), 62-69.
Shreeve, A. (2009). “Identity work in Part-time Art and Design Tutors”. International Journal of Art & Design Education, Blackwell Publishing Ltd,151-159.
Warmington, P. (2014). “Black British Intellectuals and Education: Multiculturalism’s Hidden History”. Taylor & Francis Group.